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In recent years, the rapid development of artificial intelligence technology, especially the emergence of large language models (LLMs) such as ChatGPT, has presented significant prospects for application in the field of education. LLMs possess the capability to interpret knowledge, answer questions, and consider context, thus providing support for dialogic teaching to students. Therefore, an examination of the capacity of LLMs to effectively fulfill instructional roles, thereby facilitating student learning akin to human educators within dialogic teaching scenarios, is an exceptionally valuable research topic. This research recruited 34 undergraduate students as participants, who were randomly divided into two groups. The experimental group engaged in dialogic teaching using ChatGPT, while the control group interacted with human teachers. Both groups learned the histogram equalization unit in the information-related course "Digital Image Processing". The research findings show comparable scores between the two groups on the retention test. However, students who engaged in dialogue with ChatGPT exhibited lower performance on the transfer test. Electroencephalography data revealed that students who interacted with ChatGPT exhibited higher levels of cognitive activity, suggesting that ChatGPT could help students establish a knowledge foundation and stimulate cognitive activity. However, its strengths on promoting students. knowledge application and creativity were insignificant. Based upon the research findings, it is evident that ChatGPT cannot fully excel in fulfilling teaching tasks in the dialogue teaching in information related courses. Combining ChatGPT with traditional human teachers might be a more ideal approach. The synergistic use of both can provide students with more comprehensive learning support, thus contributing to enhancing the quality of teaching.

CPSs are widely used in all sorts of applications ranging from industrial automation to search-and-rescue. So far, in these applications they work either isolated with a high mobility or operate in a static networks setup. If mobile CPSs work cooperatively, it is in applications with relaxed real-time requirements. To enable such cooperation also in hard real-time applications we present a scheduling approach that is able to adapt real-time schedules to the changes that happen in mobile networks. We present a Mixed Integer Linear Programmingmodel and a heuristic to generate schedules for those networks. One of the key challenges is that running applications must not be interrupted while the schedule is adapted. Therefore, the scheduling has to consider the delay and jitter boundaries, given by the application, while generating the adapted schedule., Comment: 12 pages, 16 figures